Anaheim University
  • United States
Recent publications
The COVID-19 pandemic and social distancing entangled physical trading of products and services worldwide. As a result, the Commercial and Industrial Association of Marília (ACIM) developed and provided businesses with a marketplace platform called “Marília.Dakki.” In this context, knowledge emerged as a resource, and knowledge sharing became a fundamental activity for the marketplace implementation. Thus, the objective of the research was to identify and analyze the influential aspects of knowledge sharing (IAKS) in “Marília.Dakki.” The research is characterized as qualitative and exploratory and used the case study method. Questionnaires were used to acquire data from the 19 subjects involved in the “Marília.Dakki” operations, as well as an interview with the Director of IT and Innovation. As a result of the research, people, processes, and culture were identified as IAKS, and these aspects, when related, generated nine other IAKS. The researchers concluded that these IAKS found in the research impacted the marketplace adoption, in addition to its maintenance as a collaborative environment, and are of great importance for the survival and development of companies, both during the pandemic and after it.
Critic Race Theory (CRT) emerged in the 1970s as part of research conducted by Harvard Law School students. Their study investigated deeply embedded systemic racism in America's institutions. The research revealed racism and discriminatory practices in education, employment, housing, health care, law, and the criminal justice system. The impact of CRT on African Americans is enormous; however, members of the White race vehemently deny responsibility for past wrongs. This paper examines sustainable marketing communication as a strategy for improving relationships between people of color. To eradicate systemic institutional racism, Generation Z emerges as a relevant target for influencing and implementing a strategy to restore trust among stakeholders. Plausible remedies address efforts to improve human capital, invest in education, eradicate poverty, provide healthcare for the poor, integrate recidivism into the legal criminal justice system, and reform policing in minority communities. Moreover, secondary data related to education, incarceration, life expectancy, and health care supports claims concerning deep-seated institutional racism.
This paper reports on the development and piloting of Classmoto, an online application designed to measure learner engagement. The application enables teachers to collect real-time analytics of student social, affective, and cognitive engagement. The results are immediately visible to the teacher. We investigated and reported on the engagement levels of 124 learners over a period of 15 weeks. Our analysis explores learners’ perceptions of the usefulness of evaluating their engagement and the experiences of four teachers using the application in their courses. This paper demonstrates how engagement measures such as Classmoto can be used to innovate classroom teaching and learning. It also highlights limitations in the application, with recommendations for future development for the measurement of engagement.
Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an active agent in the learning process. To understand the role of autonomy in, and its connections with other areas of study, it is important to ask how it has been conceptualised and operationalised. In addition, given its elusive and amorphous nature, it is timely to ask if and how (the development of) learner autonomy has been evaluated. In this paper we conducted a scoping review, or a systematic and comprehensive literature review, of 61 empirical studies in this field. The results show a rich array of conceptualisations and numerous operationalisations, in addition to a somewhat limited use of evaluations. We draw from this a number of implications for research. In particular, we encourage learner autonomy researchers to make explicit their theoretical frameworks, extend their investigation to the role of language learning beyond the classroom in promoting learner autonomy, and diversify their use of research methods.
This study investigates the role of emotions in second language learning, in particular, that of anxiety. Research has shown that positive and negative emotions are interrelated and that negative emotions are negatively correlated with motivation. It is, therefore, important to investigate how learners regulate their emotions. In this case study, one learner was closely observed over a period of 13 years. This learner claims that he has been feeling strong anxiety while learning English, but also that his negative emotion was the source of motivation to proactively study the language. The research used three types of data: (a) language learning historical records, (b) in-depth interviews, and (c) two questionnaires: the Foreign Language Classroom Anxiety Scale and the Strategy Inventory for Language Learning questionnaire. The results reveal the intense experience of the learner’s emotions, as well as the significant shifts therein. It also unearths some of the sources of his emotional experiences and how he regulated these experiences. An important observation was the positive contribution that negative emotions had on some aspects of the participant’s learning.
The study sought to understand the relationship among organisations, knowledge and complexity so that managers could develop more effective strategies when working with organisational knowledge and complexity. The theoretical framework of the theme was elaborated from Web of Science and then an analysis of identified approximations, relations and boundaries was carried out. Aiming at greater consistency regarding the approximations and boundaries among the studied themes, we sought complex organisations that contemplated knowledge as a resource. The initial search retrieved 95 articles, and after content analysis was performed, we identified 25 articles considering complex organisations as social organisms and knowledge as a resource. In this sense, difficulties were observed regarding the definition of the concept of complex organisation, as well as regarding the understanding of knowledge as a resource. After the analysis of the 25 articles, eight pointed to some characteristic of complex organisations, and this corpus does now allow to relate and identify the impact of knowledge on complexity, or complexity on knowledge. From these considerations, we discuss ways to manage complexity and knowledge as elements inserted in the organisational context.
Materials development is a relatively new academic field and until the nineteen nineties it was considered by most academics to be a practical pursuit to be discussed as an adjunct to language teaching methodology.
The field referred to as ‘learning beyond the classroom’ (LBC) (also known as ‘learning in the wild’) comprises a wide range of research agendas in areas as diverse as informal and non-formal learning, community-based learning, self-access learning, language advising, naturalistic learning, study abroad, lifelong learning, lifewide learning and many others.
We begin this chapter by contemplating the question: What is Reflective Practice? and highlighting the important difference between just thinking about our teaching and systematically reflecting on our professional practices. In considering that opening question, we also recognize the multiplicity of meanings of Reflective Practice (RP), and the different ways of engaging in RP. In the same way that ‘one size does not fit all’ in teaching and learning, RP should reflect the individuality of the teacher and their different learners. Some notes on the history of RP are also given, followed by details of the practical aspects of doing RP, using different levels of self-questioning, combined with, for example, video-recording and co-teaching. In the last main part of the chapter, we consider some of the challenges of engaging in RP, and some ways of meeting those challenges.
In the domain of production of flavor delivery systems based on carbohydrate matrices, Hot Melt Extrusion (HME) is one of the processes used which implies a relatively slow water evaporation step compared to Spray Drying or other common processes. The HME process of generating liquid syrup is stable only at industrial scales. The drying kinetic associated to the syrup formation is followed by collecting the vapored water. This experiment is exploited to estimate the diffusion coefficient of liquid water in a continuously concentrating carbohydrate melt ranging from 30.4 to 10.2%w/w water content and at temperatures ranging from 100 to 116 °C. A combination of Fick, Arnold and Vogel-Tammann-Fulcher models was used to derive the viscosity of the solution, the gradient thickness at the surface of the stirred solution and the diffusion coefficient of water in the liquid under boiling conditions. It is here demonstrated that under continuous boiling conditions, the water concentration gradient depth from the surface of the solution has a dimension that is comparable to the size of the hydrated carbohydrate molecules and the diffusion coefficient of water in boiling carbohydrate solutions ranges from 5.10−9 cm.s−2 for low temperature and high water content to 10−11 cm.s−2 for high temperature and low water content. ᅟ
Since the early 2000s, online degree programs have been rapidly growing nationally and globally. Even traditional universities have been adopting learning-management systems to offer flexible, hybrid, and online classes. Concomitantly, textbook publishers have been improving e-Learning platforms and add-ons. The plethora of interactive e-Learning materials has produced a profound shift in the ways today’s students acquire and apply knowledge, and poses growing challenges for online programs, instructional designers, and instructors to customize e-Learning materials for different learning styles. To fit students’ learning needs, tailored instruction should be equipped with high-performing adaptable multimedia tools. We see the growing impact of live e-Learning and web collaboration technologies on the constructivist- and connectivist-based pedagogies. Accordingly, curricula of the twenty-first century digital age should foster collaborative learning, experiential learning, multimedia learning, and active learning. This chapter proposes a learner-centered integrated e-Learning paradigm that consists of these four interwoven learning components. Using the example of a global online MBA course, we also closely examine innovative e-Learning strategies that are vital to cultivating highly engaging and applied learning in the twenty-first century. Finally, we consider the implications of an integrated e-Learning paradigm in management education, discussing the most effective uses of pedagogical techniques.
The focus of this volume is the study of innovation in English language teaching and learning environments in the Middle East and North Africa (MENA). The chapters draw on classroom, administrative and learning experiences from seven of the countries in the region. This chapter begins with the establishment of a definition of innovation in education and English language teaching. What follows is a description of the current status of English language education in the region and a look at next steps and innovations that are currently being implemented. A brief introduction to the other 12 chapters in this volume rounds out this chapter.
In addition to introducing the various contributions to the book, this chapter also discusses some of the core themes informing the book. The chapter provides a platform for the subsequent contributions to the book by establishing what is meant by the term ‘innovation’ and highlighting why innovation is so important for effective educational practice. In contrast to much of the literature relating to English education in Japan, the chapter adopts an optimistic, positive outlook, arguing that the various contributions to the book indicate an active, energetic environment. The chapter concludes that this openness to innovation and dialogue is likely to inspire future innovative practice.
This chapter simultaneously functions as a summary of the contents of the book and as a practical guide for educators looking to implement their own future innovations. Drawing on the lessons of the various initiatives described and discussed in the book, both the successful and the not-so-successful, the chapter identifies common concerns informing and shaping innovation. The chapter firstly demonstrates the importance of contextual concerns in both initiating and inhibiting innovation, before going on to discuss the temporal dimension to innovation and the need for innovators to be aware of the demands of the system within which they are innovating. The chapter ends by emphasizing the importance of dialogue to any innovative project.
This book examines a wide range of innovations in language learning and teaching in Japan. Each of the chapters describes the impetus for a change or new development in a particular context, from early childhood to adult learning, details its implementation and provides an evaluation of its success. In doing so, they provide a comprehensive overview of best practice in innovating language education from teaching practice in formal classroom settings, to self-directed learning beyond the classroom, and offer recommendations to enhance language education in Japan and beyond. The book will be of interest to scholars of applied linguistics and language development, and in particular to those involved in managing change in language education that attempts to mediate between global trends and local needs.
Institution pages aggregate content on ResearchGate related to an institution. The members listed on this page have self-identified as being affiliated with this institution. Publications listed on this page were identified by our algorithms as relating to this institution. This page was not created or approved by the institution. If you represent an institution and have questions about these pages or wish to report inaccurate content, you can contact us here.
25 members
Kwok L Shum
  • Business School
Hayo Reinders
  • Education
Jorge Vilaplana Ituarte
  • Business Administration
Caron Treon
  • Ed.d TESOL
Information
Address
United States